Study on the Composition, Level and Development of Normal Students' Chemical Instructional Design Competence
HU Jiu-Hua1*, CHU Tong1, WANG Xuan2, YUAN Li-Qin3
1. College of Chemistry, Beijing Normal University, Beijing 100875, China; 2. Taiyuan Normal University, Jinzhong 030619, China; 3. The Datong High School Affiliated to Beijing Normal University, Datong 037000, China
Abstract Instructional design competence is an important part of the cultivation of normal students' instructional competence. Using the combination of qualitative and quantitative methods, this study constructs the composition model and progression model of normal students' chemical instructional design competence from three dimensions of instructional design knowledge, instructional design skills and instructional design attitude and consciousness. Two evaluation tools, teaching case analysis and questionnaire, are developed to make an empirical study on the chemistry instructional design competence of normal students, and explore the development and advancement of chemistry instructional design competence of normal students in the course of middle school chemistry instructional design and practice. The results show that the knowledge of instructional design of normal students has developed from single to diversified, the skills of instructional design have advanced from no angle to multiple angles, and the attitude and consciousness of instructional design have developed from negative and self-doubt to positive and self-confident.
HU Jiu-Hua, CHU Tong, WANG Xuan, YUAN Li-Qin. Study on the Composition, Level and Development of Normal Students' Chemical Instructional Design Competence[J]. Chinese Journal of Chemical Education, 2022, 43(24): 70-78.
